Semana de celebración de la libertad: La Constitución



|Lesson Synopsis: |

This lesson helps meet the state and federal requirements for Celebrate Freedom Week and Constitution Day. In this lesson students are introduced to the Constitution. They learn how it came into being and how it ensures our freedom. Students look back at the rules they wrote in Unit 1 and relate those to the Constitution. They look at U.S. symbols and begin to learn about customs and celebrations.

TEKS:

|1.1 |History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: |

|1.1A |Describe the origins of customs, holidays, and celebrations, of the community, state, and nation such as San Jacinto Day, Independence|

| |Day, and Veterans Day. |

|1.1B |Compare the observance of holidays and celebrations, past and present. |

|1.3 |History. The student understands the concepts of time and chronology. The student is expected to: |

|1.3A |Distinguish among past, present, and future. |

|1.11 |Government. The student understands the purpose of rules and laws. The student is expected to: |

|1.11A |Explain the purpose for rules and laws in the home, school, and community. |

|1.11B |Identify rules and laws that establish order, provide security, and manage conflict. |

|1.13 |Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. |

| |The student is expected to: |

|1.13A |Identify characteristics of good citizenship, including, truthfulness, justice, equality, respect for oneself and others, |

| |responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public |

| |officials to their word, and voting. |

|1.13 B |Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship.|

|1.14 |Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and |

| |contribute to our national identity. The student is expected to: |

|1.14A |Explain state and national patriotic symbols, including the United States and Texas’ flags, the Liberty Bell, the Statue of Liberty, |

| |and the Alamo. |

|1.14B |Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag. |

|1.14C |Identify anthems and mottoes of Texas and the United States. |

|1.14E |Explain how patriotic customs and celebrations reflect American individualism and freedom. |

|1.14F |Identify Constitution Day as a celebration of American freedom. |

Social Studies Skills TEKS:

|1.18 |Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: |

|1.18A |Express ideas orally based on knowledge and experiences. |

|1.18B |Create and interpret visual and written material. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create part of a class mural depicting the American beliefs and principles reflected in the Constitution. Choose two of the symbols, customs, and celebrations included and explain how they reflect American beliefs and principles. (1.1A; 1.11B; 1.14E; 1.18A, 1.18B) [pic] 1E; 3E

|Key Understandings and Guiding Questions: |

• Los documentos que gobiernan un país, sus símbolos, costumbres y celebraciones reflejan sus creencias y principios.

— ¿Por qué tenemos reglas?

— ¿Qué es la Constitución?

— ¿Por qué tenemos una Constitución?

— ¿Cómo celebramos nuestros documentos fundadores como la Constitución?

— ¿Qué es importante para nuestra comunidad, estado y nación?

— ¿Cuáles son los símbolos que representan estos importantes ideales?

— ¿Qué es libertad?

— ¿Cuáles son algunos símbolos estadounidenses de libertad?

— ¿Cómo pueden nuestras reglas garantizar nuestra libertad?

— ¿De qué manera nuestros documentos, símbolos, costumbres y celebraciones reflejan las creencias de nuestra nación?

|Vocabulary of Instruction: |

• pasado

• presente

• reglas

• Constitución

• libertad

• símbolo

• patriótico

|Materials: |

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• Teacher Resource: Primera página de la Constitución de los Estados Unidos

• Handout: Handout: La Constitución – Actividad cloze (1 per student)

• Teacher Resource: Ejemplo de Diagrama de Venn

• Teacher Resource: Juramento a la Bandera

• Teacher Resource: Juramento a la Bandera en el lenguaje de señas americano

• Teacher Resource: Cuarta página de la Constitución de los Estados Unidos

• Handout: El buen ciudadano (optional, 1 per student)

• Handout: Tarjetas de símbolos y celebraciones estadounidenses (1 set per group of 4)

|Resources and References: |

• Possible optional web resources:

• First page of the Constitution:

• Fourth page of the Constitution:

• The Scene at the Signing of the Constitution:

• The Constitution, mural by Barry Faulkner:

• The Charters of Freedom at the National Archives:

• Background information about the Constitution:

• The United States flag:

• The Pledge of Allegiance in American Sign Language:

• Francis Scott Key:

• “The Star Spangled Banner”:

• Patriotic Music:

• Patriotic music from the Library of Congress:

• Many resources, including video clips, are available on the Internet by doing a search for such topics as Preamble, Constitution, or Constitution Day.

• Possible, optional picture book resources: We the Kids: The Preamble to the Constitution by David Catrow; Shh! We're Writing the Constitution by Jean Fritz

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson, including the idea that, as a nation, we have a very specific set of rules, the Constitution, by which we operate our country.

2. Read and become familiar with background information regarding the Constitution.

3. Refer to the Instructional Focus Document for specific content to include in the lesson.

4. Preview materials and websites according to district guidelines, including sites to be used during Center Time to reinforce information gained.

5. Prepare materials and handouts as needed.

• Print copies of the pages of the Constitution.

• Prepare to display the painting The Scene at the Signing of the Constitution by Howard Chandler Christy.

• Prepare to display the mural The Constitution by Barry Faulkner

• Locate and prepare to show pictures of patriotic celebrations and symbols. These can be printed or shown as a power point or photo story.

|Background Information: |

From the TEKS Introduction:

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although first grade is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, first grade Texas essential knowledge and skills include standards related to this patriotic observance.

During this Celebrate Freedom lesson, students review how rules in our families and schools establish order, provide security, and manage conflict. Students begin to relate the concept of rules in our families and schools to rules for the country, which are laid out in the Constitution. By using the words of the Preamble: “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America” students see that the purposes of rules are spelled out in this founding document (e.g., establish justice = establish order to make things fair for all; ensure domestic tranquility = manage conflict; provide for the common defense = provide security). This also introduces characteristics of good citizenship, which will be further developed throughout the year. The lesson also builds skills and understanding of concepts related to patriotic observance of Celebrate Freedom Week and includes recognition of the patriotic symbols of the nation, including the Liberty Bell, Statue of Liberty, the American flag, and the Pledge of Allegiance.

Bill of Rights (paraphrased) –

From

First Amendment – Congress can't make any law about your religion, or stop you from practicing your religion, or keep you from saying whatever you want, or publishing whatever you want (like in a newspaper or a book). And Congress can't stop you from meeting peacefully for a demonstration to ask the government to change something.

Second Amendment – Congress can't stop people from having and carrying weapons, because we need to be able to defend ourselves.

Third Amendment – You don't have to let soldiers live in your house, except if there is a war, and even then only if Congress has passed a law about it.

Fourth Amendment – Nobody can search your body, or your house, or your papers and things, unless they can prove to a judge that they have a good reason to think you have committed a crime.

Fifth Amendment – You can't be tried for any serious crime without a Grand Jury meeting first to decide whether there's enough evidence for a trial. And if the jury decides you are innocent, the government can't try again with another jury. You don't have to say anything at your trial. You can't be killed, or put in jail, or fined, unless you were convicted of a crime by a jury. And the government can't take your house or your farm or anything that is yours, unless the government pays for it.

Sixth Amendment – If you are arrested, you have a right to have your trial pretty soon and the government can’t keep you in jail without trying you. The trial has to be public, so everyone knows what is happening. The case has to be decided by a jury of ordinary people from your area. You have the right to know what you are accused of, to see and hear the people who are witnesses against you, to have the government help you get witnesses on your side, and you have the right to a lawyer to help you.

Seventh amendment – You also have the right to a jury when it is a civil case (a case between two people rather than between you and the government.)

Eighth amendment – The government can’t make more than is reasonable in bail or in fines, and the government can’t order you to have cruel or unusual punishments (like torture) even if you are convicted of a crime.

Ninth Amendment – Just because these rights are listed in the Constitution doesn’t mean that you don’t have other rights too.

Tenth Amendment – Anything that the Constitution doesn’t say that Congress can do should be left up to the states, or to the people.

Clip art picture ideas:

Constitution Day background:

In 1952, President Harry S. Truman signed a bill that moved celebration of “I Am an American Day” from the third Sunday in May to September 17 so that this holiday would coincide with the signing of the U.S. Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956 requested the President to proclaim the week beginning September 17 and ending September 23 each year as “Constitution Week.” Senator Robert C. Byrd (D-WV) entered an amendment to the Consolidated Appropriations Act of 2005 that changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of “Constitution Day and Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S. citizenship for both native-born and naturalized citizens, while commemorating the creation and signing of the supreme law of our land. The addition of the amendment, known as Public Law 108 - 477, requires all schools that receive federal funds hold an educational program for their students on September 17 of each year.

July 4th (Independence Day) celebrates the signing of the Declaration of Independence on July 4, 1776. It has been a federal holiday in the United States since 1941, but the tradition of Independence Day celebrations goes back to the 18th century and the American Revolution (1775-83).

From: :

The United States Flag has 13 stripes. Seven are red and 6 are white. It also has 50 white stars on a blue background. The stripes represent the 13 original colonies. The 50 stars represent the 50 states in the U.S. The first U.S. flag was designed in 1777. The flag has been changed many times since then. New stars are added each time new states join the union. The Pledge of Allegiance is a promise of loyalty to the United States. When we say the Pledge of Allegiance we stand and put our right hand over our heart to show respect for the flag.

The Liberty Bell has become the symbol of freedom in the United States. It rang when the Continental Congress signed the Declaration of Independence. The Bell was cast in London, England in 1752. It is made mostly of copper and tin. After it arrived in the U.S., the Bell cracked. A new bell was made from the metal in the old one, but this one also cracked. A third bell was built from the same metal, and now this one has a crack too!

The last time the bell rang was on February 23, 1846 for George Washington's birthday celebration. Today, the Liberty Bell hangs in Philadelphia for all to see. The Statue of Liberty is located in New York. The Statue of Liberty symbolizes freedom throughout the world. The Statue was actually a gift from the people of France. The Statue represents a woman escaping the chains of tyranny. She holds a torch, which represents liberty. The Statue’s full name is Liberty Enlightening the World.

From: (paraphrased)

Francis Scott Key wrote “The Star Spangled Banner.” He was born in Frederick County, Maryland on August 1, 1780 and died in Baltimore on January 11, 1843. He was the son of John Ross Key, a Revolutionary officer. He became a lawyer. When the British invaded Washington in 1814, Francis Scott Key learned that his friend had been taken prisoner by the British soldiers. Key went to help obtain the release of his friend when a battle ensued at Fort McHenry. Key waited all night, watching the flag by the glare of the battle. The firing stopped and in the darkness he wondered whose flag would be flying over the fort. As the daylight appeared he could see the United State flag waving over Fort McHenry. He was inspired by what he saw and began writing the words we know today as “The Star Spangled Banner.”

Freedom – the absence of necessity, coercion, or constraint in choice or action, the state of being free, such as the power to do what you want to do; the ability to move or act freely; a political right.

Constitution – the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it.

Principle – a basic truth, law, or assumption; a basic or essential quality or element determining intrinsic nature or characteristic behavior

Citizenship – to be an official member of a politically defined region, natural born or naturalized; the character of an individual viewed as a member of society; behavior in terms of the duties, obligations, and functions of a citizen.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Review classroom rules from Unit 1, Lesson 1 |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 - 5 minutes |

|Draw student attention to the list of classroom rules. |Materials: |

|Ask questions such as: |List of classroom rules from Unit 1, Lesson 1 |

|¿Se acuerdan que escribimos estas reglas? (yes, earlier this school year) | |

|¿Por qué escribimos las reglas del salón de clases? (so we could be safe and learn at school) |Purpose: |

|¿Non han ayudado las reglas del salón de clases a permanecer seguros? |To remind students of the classroom rules created at the|

|¿Han provisto orden las reglas del salón de clases? |beginning of the year and to focus on the need for rules|

|¿De qué manera las reglas del salón de clases nos han permitido aprender? (we follow the rules so that |and the benefit that rules provide for our classroom |

|everyone has an opportunity to listen to the teacher, take turns participating in activities, and know we |community. |

|will be safe as we go through our day) | |

| |TEKS: 1.11AB |

|EXPLORE – The story of the Constitution |Suggested Day 1 (cont’d) - 15 minutes |

|Lead students to understand that, just like the lists of rules we have at home and at school, there is a |Materials: |

|list of rules for our entire country. Those rules are laid out in a document called the Constitution. |Children’s book about the Constitution |

| |Map of the United States showing outlines of states with|

|Project or display the first page of the Constitution (Teacher Resource: Primera página de la |Philadelphia marked |

|Constitución de los Estados Unidos). |First page of the U.S. Constitution: |

| |

|Facilitate a brief discussion about what students see. |tml |

| | |

|Point to and read the Preamble: “We the People of the United States , in order to form a more perfect |Attachments: |

|Union, establish Justice, insure domestic Tranquility, provide for the common defence, (sic) promote the |Teacher Resource: Primera página de la Constitución de |

|general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do establish this |los Estados Unidos |

|Constitution for the United States of America.” | |

| |Purpose: |

|Explain the meaning of the statement, including new vocabulary such as: |The purpose is to introduce the Constitution to students|

|establish justice – establish order to make things fair for all |by relating it to something they know, the rules of the |

|domestic tranquility – manage conflict or arguments |classroom. |

|common defense – provide security or to keep all people safe | |

|general welfare – the well-being or safety and security of all people |TEKS: 1.1A; 1.3A; 1.11AB; 1.13B; 1.14F |

|liberty – the power to do or choose what you want to as individuals | |

|posterity – people in the future; the children and grandchildren of the Framers |Instructional Note |

| |It is important to help students understand that our |

|“Translate” the Preamble for students. The Preamble basically says that we are going to make a better |laws provide order and justice in our country while |

|place to live by making sure people can live safely and in peace. In order to make sure we and our |protecting our rights as individuals. |

|children are safe, we are going to set up these rules. | |

| | |

|Read the Preamble again. | |

| | |

|To explain how the Constitution came into being, use words such as the following: | |

|La Constitución de los Estados Unidos de América establece las leyes fundamentales de la nación. Establece| |

|el gobierno nacional y define los derechos y libertades del pueblo norteamericano. | |

|La Constitución es el máximo conjunto de reglas o leyes en los Estados Unidos de América. La Constitución | |

|explica cómo funciona nuestro país. | |

|Fue escrita en 1787. ¡Hace más de 200 años! (Help students understand that this is the past – a distant | |

|past.) | |

|Un grupo de hombres se reunieron y decidieron que las cosas no estaban funcionando como debían. Este grupo| |

|de hombres se llaman los Autores de la Constitución. | |

| | |

|Use children’s books, if available, to help with these explanations. | |

|EXPLAIN – Cloze Activity |Suggested Day 1 - 10 minutes |

|Students demonstrate their understanding of the Constitution by completing the Handout: La Constitución – |Attachments: |

|Actividad cloze. |Handout: La Constitución – Actividad cloze |

| | |

|Read/recite text to students as they read along. | |

| | |

|Read/recite aloud the words in word bank. | |

| | |

|After students have completed the activity independently, have them compare answers with a partner. | |

|ENGAGE – Compare the Constitution to classroom rules |Suggested Day 2 – 5 minutes |

|1. Say: |Materials: |

|Ayer aprendimos acerca de la Constitución de nuestro país. |Venn diagram |

| | |

|2. Draw a Venn diagram (on the board or chart paper) and prepare to fill it in as students answer |Attachment: |

|questions such as those below. |Teacher Resource: Ejemplo de Diagrama de Venn |

|• ¿En qué se parecen las reglas de nuestro salón de clases a la Constitución? | |

|• ¿Quiénes fueron los Autores de las reglas de nuestro salón de clases? |Purpose: |

|• ¿Quiénes fueron los Autores de la Constitución? |The purpose of this part of the lesson is to review |

|• ¿Cuándo fueron escritas las reglas de nuestro salón de clases? |information on the Constitution presented on Day 1 and |

|• ¿Cuándo fue escrita la Constitución? |help students see similarities and differences between |

|• ¿Cuáles son las similitudes de la Constitución y las reglas del salón de clases? |the classroom rules and the Constitution. |

| | |

|3. Post the completed Venn diagram in the classroom. |Instructional Note: |

| |Related questions could include: |

| |Why do we have rules? |

| |What is the Constitution? |

| |Why do we have a Constitution? |

|EXPLORE – Visual Analysis |Suggested Day 2 (cont’d) - 13 minutes |

|Project or display the painting “Scene at the Signing of the Constitution of the United States” by Howard |Materials: |

|Chandler Christy. |The Scene at the Signing of the Constitution, by Howard |

| |Chandler Christy |

|Ask: |[ |

|¿Qué ven en esta imagen? |The Constitution, by Barry Faulkner |

| |[

|Through a visual analysis process, guide students to notice setting, clothing, hair styles, etc. so they |l_constitution_b.html |

|understand that this happened in the distant past. |Children’s book about the Constitution |

| |Map of the United States showing outlines of states with|

|Point out important figures in the painting (Washington, Franklin, Jefferson, etc.) |Philadelphia marked |

| | |

|Continue the story of the Constitution using word such as: |Attachments: |

|Los Autores se reunieron y hablaron acerca del país y cómo hacerlo mejor mediante la creación de reglas o |• Teacher Resource: Cuarta página de la Constitución de|

|leyes. Tuvieron algunos desacuerdos porque cada uno de ellos tenía ideas diferentes. Pero estuvieron de |los Estados Unidos |

|acuerdo en muchas cosas y acordaron hacer compromisos. Ellos querían asegurarse de que los ciudadanos de |• Handout: El buen ciudadano |

|los Estados Unidos fueran tratados justamente y fueran respetados. | |

|Después de muchas discusiones finalmente acordaron lo que debía decir la Constitución. |Purpose: |

|Cuando terminaron de escribir la Constitución firmaron sus nombres para mostrar que ellos fueron los |The purpose is to use a painting or visual image to |

|Autores. Los Autores de la Constitución exhibieron características de ser buenos ciudadanos ayudando a los|enhance students’ understanding of the signing of the |

|Estados Unidos a establecer leyes. |Constitution. |

| | |

|Show the last page of the Constitution with the signatures. (If desired, use the Teacher Resource: Cuarta |TEKS: 1.1A; 1.3A; 1.11AB; 1.13B; 1.14F |

|página de la Constitución de los Estados Unidos.) | |

| |Instructional Note |

|Facilitate a brief discussion where students share what they see, ask questions, etc. |It is important to help students understand that our |

| |laws provide order and justice in our country while |

|Show a picture of the Framers, such as the mural, “The Constitution,” by Barry Faulkner, which is in the |protecting our rights as individuals. |

|National Archives. Students may recognize some figures from the earlier picture. Point out important | |

|figures. | |

| | |

|Show the map of the United States. | |

| | |

|Say: | |

|En Philadelphia, Pennsylvania, el 17 de septiembre de 1787, los Autores de la Constitución firmaron la | |

|Constitución que estableció las leyes de nuestro país y garantizó nuestra libertad. | |

| | |

|Summarize learning by guiding students to draw conclusions about our country, the Constitution, and all of| |

|the events that happened at that time. Scribe student conclusion on chart paper for later reference. | |

|Possible topics students might mention include: the decision to write the Constitution, the people who | |

|participated, the disagreements the Framers had as they worked. | |

| | |

|Use children’s books, if available, to help with these explanations. | |

|EXPLAIN – Demonstrate understanding – The Constitution |Suggested Day 2 (cont’d) - 12 minutes |

|Distribute drawing paper so students can make the first page of a year-long book on good citizens. (Or use|Materials: |

|the Handout: El buen ciudadano.) |Drawing paper and drawing materials |

| | |

|Students draw a picture depicting a signer of the Constitution, then write/dictate one sentence or more |Attachments: |

|describing the picture, including at least one fact they learned about the Constitution. |Handout: El buen ciudadano (optional, 1 per student) |

| | |

|Students share their picture with 2 or more partners. |Purpose: |

| |This section helps the teacher determine if students |

|Teacher circulates among the students while they are sharing and asks students to describe their |have a basic understanding of the Constitution. |

|illustration. | |

| |TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF |

| | |

| |Instructional Note: |

| |To provide additional background information that could |

| |be made available during Center Time or other classroom |

| |time, conduct an internet search to access the preamble |

| |set to music, appropriate video clips, etc. |

|ENGAGE – Introduction to Celebrations |Suggested Day 3 - 5 minutes |

|Show pictures of patriotic celebrations, parades, pictures, fireworks while playing patriotic music. |Materials: |

| |Pictures of patriotic celebrations: parades, picnics, |

|Students describe what they see in the pictures and how the music makes them feel. |fireworks. |

| |Patriotic music |

|Guide students to use words or phrases, such as, orgulloso de ser estadounidense, feliz de vivir en los | |

|Estados Unidos de América, agradecido por nuestra libertad, etc. |Purpose: |

| |The purpose is to introduce the concept of patriotic |

|Continue the discussion giving students an opportunity to tell about a time when they attended a patriotic|celebrations and to share examples with pictures and |

|celebration. Encourage use of academic language and references to symbols and traditions related to those |music. |

|celebrations. | |

| |TEKS: 1.1A |

| | |

| |Instructional Note: |

| |For pictures of patriotic celebrations and patriotic |

| |music, an internet search could be conducted |

|EXPLORE – Celebrations |Suggested Day 3 (cont’d) - 13 minutes |

|Continue explaining the story of the Constitution. Use words such as: |Materials: |

|Las personas celebran lo que es importante para ellos. |Pictures of patriotic celebrations: parades, picnics, |

|Una de las costumbres de los Estados Unidos de Norteamérica es celebrar nuestro país y la libertad y |fireworks. |

|privilegios que gozamos como ciudadanos. |Patriotic music, including The Star Spangled Banner” |

|Cada año celebramos el Día de la Independencia (4 de julio), porque ese es el día en que las colonias |Children’s book about the Constitution |

|declararon su independencia (de Inglaterra). Fue entonces que fuimos libres y pudimos crear nuestras | |

|propias reglas. |Purpose: |

|Una vez que tuvimos nuestra independencia, nuestros Padres de la Patria (los Autores) escribieron la |The purpose is to introduce the concept of patriotic |

|Constitución para darnos un conjunto de leyes por las cuales vivir. |celebrations and to share examples with pictures and |

|Después de que las colonias ratificaron la Constitución y acordaron seguir las reglas que establecía, |music. |

|tuvieron una celebración. | |

|El 4 de julio de ese año, los Estados Unidos celebraron el Día de la Independencia y la recién ratificada |TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF |

|Constitución. | |

|Hoy nosotros marcamos la Semana de celebración de la libertad durante la semana de septiembre 17 porque es|Instructional Note: |

|entonces cuando se firmó la Constitución. Fue en esa fecha cuando las personas de nuestro país |For pictures of patriotic celebrations and patriotic |

|establecieron nuestro gobierno y nuestras reglas. |music, an internet search could be conducted. |

|“The Star Spangled Banner” es nuestro himno nacional. Se toca y/o canta en muchas celebraciones | |

|patrióticas. Fue escrito por Francis Scott Key, después de que fue testigo de una famosa batalla una | |

|noche. Cuando la batalla terminó y empezó a salir el sol, Francis Scott Key vio la bandera de Estados | |

|Unidos todavía en alto. Estaba tan contento de ver la bandera, que lo inspiró a escribir un poema que | |

|conocemos como “The Star Spangled Banner”. | |

| | |

|Ask: | |

|¿Qué es lo que hace a una celebración? ¿Cuáles son algunas maneras en las que celebramos el Día de la | |

|Independencia? (fireworks, picnics, parades, playing music, displaying red, white, and blue banners and | |

|other decorations, spending time with friends or family usually cooking and/or eating) | |

| | |

|Read a children’s book that describes patriotic celebrations. | |

|EXPLAIN |Suggested Day 3 (cont’d) - 12 minutes |

|Display a word web with the words “patriotic celebrations” in the center. |Materials |

| |Blank word web |

|Say: Vamos a usar este organizador para mostrar lo que hemos aprendido acerca de las celebraciones |Pictures of celebrations |

|patrióticas. | |

| |[pic] |

|With students sitting in groups of 2-4, ask questions that students discuss. After giving time for | |

|discussion, ask for volunteers to help fill in the word web. Questions could include: |Instructional Note: |

|¿Por qué celebramos? (To honor our country and the freedom we enjoy, to remember those who helped create |Related questions could include: |

|our country and those who fought in wars for our freedom) |¿Cómo celebramos nuestros documentos fundadores como la |

|¿Cuáles son algunos días festivos patrióticos que celebramos? (July 4th, Celebrate Freedom Week) |Constitución? |

|¿Cuáles son algunas maneras en las que celebramos? (fireworks, picnics, parades, playing patriotic music, |¿Qué es importante para nuestra comunidad, nuestro |

|reading important founding documents, displaying red, white, and blue banners and other decorations, |estado y nuestra nación? |

|spending time with friends or family usually cooking and/or eating ) | |

| | |

|Prompt students to add more detail to make the web more complex: | |

|¿Qué tipo de comidas? | |

|¿Qué tipo de música? | |

|¿Qué tipo de decoraciones? | |

|ENGAGE – U.S. Symbols |Suggested Day 4 - 5 minutes |

|Show pictures of the American Flag, the Liberty Bell, and the Statue of Liberty. Ask students to name the |Materials: |

|symbols. |Pictures of the Liberty Bell, the Statue of Liberty and |

| |the American Flag. |

|Say: | |

|La Constitución es la ley de nuestro país. Después de que se escribió la Constitución, los estadounidenses|Purpose: |

|crearon símbolos que representan nuestras creencias e ideales. Veamos algunos de estos símbolos y |To introduce students to some U.S. symbols. |

|aprendamos más sobre ellos. | |

| |TEKS: 1.14ABCE |

| | |

| |Instructional Note: Conduct an internet search for |

| |pictures of patriotic symbols. |

|EXPLORE – The United States Flag & Pledge, Liberty Bell and Statue of Liberty |Suggested Day 4 (cont’d) - 15 minutes |

|Focus on the United States Flag and explain background information: |Materials: |

|Say: |Children’s pictures books that teach about U.S. symbols |

|La bandera de los Estados Unidos tiene 13 franjas. Siete son rojas y 6 son blancas. También tiene 50 |and includes information about Liberty Bell, the Statue |

|estrellas blancas sobre un fondo azul. Las franjas representan las 13 colonias originales. Las 50 |of Liberty and the American Flag. |

|estrellas representan los 50 estados en Estados Unidos. La primera bandera de Estados Unidos fue diseñada |Conduct an internet search using the words: “The Pledge |

|en 1777. La bandera ha sido cambiada muchas veces desde esa fecha. Se agregan nuevas estrellas cada vez |of Allegiance American Sign Language to find resources |

|que un estado se une. |to teach students how to perform the pledge in American |

| |Sign Language. Several videos are available as well as |

|Play “Thumbs Up, Thumbs Down” to check for understanding. Say each of the following statements. Pause |drawings of the individual signs. |

|and allow students to show thumbs up if the statement is true or thumbs down if it is not true. Observe | |

|students’ responses. |Attachments: |

|La bandera de los Estados Unidos tiene 13 franjas. |Teacher Resource Juramento a la Bandera |

|La bandera de los Estados Unidos nunca ha cambiado. |Teacher Resource: Juramento a la Bandera en el lenguaje |

|La bandera de los Estados Unidos se diseñó por primera vez hace más de 200 años. |de señas americano |

|Cada estrella de la bandera de los Estados Unidos representa un estado. | |

|La bandera de los Estados Unidos tiene cuatro colores en ella. |Purpose: |

|La bandera de los Estados Unidos se diseñó originalmente en el pasado lejano. |To introduce students to the United States Flag and |

|Un juramento es una promesa. |Pledge of Allegiance, as well as the Liberty Bell and |

|Nos ponemos de pie cuando recitamos el Juramento a la Bandera. |Statue of Liberty. |

|Say: | |

|El Juramento a la Bandera es una promesa de lealtad a los Estados Unidos. Cuando recitamos el Juramento a |TEKS: 1.14ABCE |

|la Bandera nos ponemos de pie y colocamos nuestra mano derecha sobre nuestro corazón para mostrar respeto | |

|por la bandera. |Instructional Note: |

| |This is an introduction to U.S. symbols. They will be |

|Display the Pledge of Allegiance and lead students as they recite the pledge together. |taught in more detail in a later unit. The meaning of |

| |the symbols, such as the flag, can be explained by the |

|Focus on the Liberty Bell. Show a picture and explain background information, such as: |teacher or a suggested children’s book may be used. |

| |A recording of The Pledge of Allegiance set to music and|

|La Campana de la Libertad se ha convertido en el símbolo de libertad en los Estados Unidos. La campana |sung by Lee Greenwood could be used as a background |

|sonó cuando el Congreso Continental firmó la Declaración de Independencia. En la actualidad, la Campana |music for signing The Pledge of Allegiance. |

|de la Libertad está colgada en Philadelphia para que todos la vean. |Optional Extension Activity: Show a video of the Pledge |

| |of Allegiance being performed in American Sign Language.|

|Focus on the Statue of Liberty. Show a picture and explain background information, such as: |Distribute handout: Juramento a la Bandera en el |

|La Estatua de la Libertad está ubicada en Nueva York. La Estatua de la Libertad simboliza la libertad en |lenguaje de señas americano. Demonstrate the signs while|

|todo el mundo. En realidad, la Estatua de la Libertad fue un regalo del pueblo de Francia. Representa la |saying the words to the pledge. Repeat and have |

|libertad y la democracia, así como la amistad internacional. |students sign along with you. (In order for students to|

| |master this, it will take practice over a period of |

|A children’s book about U.S. Symbols can be used to explain the Liberty Bell and Statue of Liberty, if |time.) |

|desired. |The Pledge of Allegiance |

| |I pledge allegiance |

| |to the flag |

| |of the United States of America |

| |and to the Republic |

| |for which it stands, |

| |one nation, |

| |under God, |

| |indivisible, |

| |with liberty |

| |and justice for all. |

|EXPLAIN – Demonstrate understanding – American symbols |Suggested Day 4 (cont’d) - 10 minutes |

|Divide students into groups of 3-4. Distribute one set of American Symbols & Celebrations Cards to each |Attachments |

|group of students. Students will take turns looking at each card and identifying the picture on the card |Handout: Tarjetas de símbolos y celebraciones |

|and explaining to the other students its importance. |estadounidenses (1 set per group of 4) |

| | |

|Hand out the Social Studies/Good Citizen Booklets. Have students turn to the next page. | |

| | |

|Have students draw a picture of one or more of the United States symbols: the American Flag, the Liberty | |

|Bell, and Statue of Liberty. Have students write/dictate one or more sentences telling a fact they | |

|learned about the symbol. Have students share their picture with 2 or more partners. | |

| | |

|ELABORATE – Reflecting on the unit |Suggested Day 4 - 10 minutes |

|Ask: |Purpose: |

|¿Cuán diferente sería nuestro país ahora si los Autores no hubieran escrito la Constitución? (Possible |To help students see the big picture by tying together |

|Answers: We might have a king, queen, or dictator instead of a president. We might not be able to worship |all of the pieces in the unit. |

|in a way that we choose (go to the church or synagogue we want), we might not be free to say what we | |

|think; we might not have newspapers that tell the truth about what is happening in our country and around |TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF |

|the world. ) | |

| | |

|Using the key understandings and guiding questions, review the main ideas of the lessons: | |

|La Constitución, las reglas de nuestra nación, ayuda a garantizar la libertad de todos. | |

|¿Qué es la Constitución? | |

|¿Por qué tenemos reglas? | |

|¿Por qué tenemos una Constitución? | |

|¿Qué es la libertad? | |

|¿Qué es la Declaración de Derechos? | |

|¿Quién escribió la Constitución? | |

|Muchos símbolos representan ideas importantes para las comunidades. | |

|¿Por qué usamos símbolos? | |

|¿Qué es importante para nuestra comunidad, nuestro estado y nuestra nación? | |

|¿Cuáles son los símbolos que representan estos ideales importantes? | |

|Los símbolos ayudan a las personas de una nación, estado y comunidades locales a celebrar sus ideales. | |

|¿Tenemos símbolos que representan a Texas? | |

|Los símbolos y las celebraciones ayudan a definir las comunidades y nos unen como pueblo. | |

|¿Cuáles son algunos símbolos estadounidenses de libertad? | |

|¿Dónde puedo encontrar estos símbolos? | |

|EVALUATE – Make a mural |Suggested Day 5 - 30 minutes |

|Create part of a class mural depicting the American beliefs and principles reflected in the Constitution. |Purpose: |

|Choose two of the symbols, customs, and celebrations included and explain how they reflect American |To allow students an opportunity to demonstrate what |

|beliefs and principles. (1.1A; 1.11B; 1.14E; 1.18A, 1.18B) |they have learned about The Constitution, patriotic |

|1E; 3E |celebrations, the U.S. Flag, the Liberty Bell, and the |

| |Statue of Liberty. |

|Students reflect on the lessons from the week: | |

|The Constitution |TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF |

|Patriotic celebrations | |

|U.S. Symbols: the U.S. Flag, Liberty Bell, and Statue of Liberty |Instructional Note: |

| |It will be difficult for everyone to work on the mural |

|Students choose one or two items to draw on the mural. American Symbols & Celebrations Cards can be used |at the same time if it is made with one large piece of |

|as ideas for pictures for the mural. |white butcher paper. Other options include: |

| |2 – 4 students work on a section and then post several |

|Students explain their drawings within the greater context of the mural reflecting on what they have |sections together as a whole mural on the wall. |

|learned about patriotism and what we believe as American citizens. |Some students may work on the mural while others are |

| |doing other activities throughout the day. |

|Use a rubric to evaluate student understanding. | |

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